Transcript Ohio Achievement Test Toolkit: Teaming Suggestions

OAT Toolkit for Social Studies
Building Effective
Classroom
Instruction and
Assessment
What is your “Datattitude?”
The phases of development a teacher undergoes
in accepting and interpreting data to improve their
instruction are:
1. confusion and overload
2. feeling inadequate and distrustful
3. challenging the test
4. examining the results objectively and
looking for causes, and
5. accepting data as information, seeking
solutions, and modifying instruction
Data Analysis Cycle
Assessments:
Classroom, School,
District, State
Compile
Data
Standards
Standards
Classroom
Implementation
Determine
Aligned
Resources
Analysis,
Interpretation
and Dialogue
Curriculum Design
and Planning for
New Learning
and Re-Teaching
OAT Released Items
Deconstructing Released OAT Items
Test Item
Number
What
knowledge is
assessed by
this
question?
What skill(s)
are assessed
by this
question?
What
benchmark is
this question
aligned to?
What teaching
strategies would
elicit the
knowledge and
skills required by
this benchmark?
Instructional Management System
http://ims.ode.state.oh.us
Item Annotations
On the IMS page, you
can search for items
by benchmark.
Success Web Site
http://portal.success-ode-stateoh-us.info/
Item Annotations
 Search the IMS for
assessment items
 Select your content area and
grade level
 Use keywords to find specific
topics
 Store multiple items in your
backpack
 Share items in your backpack
with your team
http://ims.ode.state.oh.us
Think about it…
“Our instructional choices should be based on all
kinds of evidence and experience, processed
together in professional learning communities that
help us identify common problems, swap ideas
and strategies, and develop and deploy our own
school-based assessment instruments.”
Dennis Shirley & Andy Hargreaves, “Data-Driven
to Distraction”, Education Week, January
“…ready-made benchmark tests cannot
substitute for day-to-day formative
assessment conducted by assessmentliterate teachers.”
Chappuis, Steven and Jan. The Best Value in Formative Assessment, Educational Leadership, v.65,N4,January 2008.
Common Assessments
•
•
•
•
•
•
Are more efficient than assessments created
by individual teachers.
Are more equitable for students.
Represent the most effective strategy for
determining whether the guaranteed
curriculum is being taught and more
importantly, learned.
Inform the practice of individual teachers.
Build a teams’ capacity to improve its program.
Facilitate a systematic, collective response to
students who are experiencing difficulty.
Monitoring Student Achievement
Suggested framework for this process:
1.
2.
The department or grade-level team uses the
district’s curriculum goals and the state
standards/benchmarks/GLIs to identify the
general goal for the course or grade level they
are teaching.
The team develops common, comprehensive
assessment strategies that will produce data
on individual and collective student
achievement.
( DuFour and Eaker, 1998)
Monitoring Student Achievement
3.
4.
The team identifies the proficiency levels all students
should achieve.
The team reviews the results of the collective student
achievement, identifies problem areas in which student
performance did not meet anticipated proficiency levels,
and develops plans to address those areas.
DuFour, Richard and Robert Eaker. Professional Learning Communities at Work. Bloomington: National
Educational Service, 1998.
Continuous Improvement
Curriculum and assessment processes should foster
commitment to continuous improvement.
A results-oriented school will use a variety of strategies
to assess the level of student learning. Assessment
provides another important opportunity for teacher
collaboration. In fact, collaboration on the criteria to be
used in assessing student work can have a positive
impact on classroom instruction.
A breakthrough model of school reform…
“…calls for a shift in school culture that
uses data to make decisions in order to
personalize instruction and
… precision teaching that is data driven
and provides feedback to students to
monitor their own learning.”
Fullan, Hill and Crevola (2006)
Strategy #1
Check for Understanding
Align with enduring understanding. (Wiggins &McTighe 1998)
Allow for differentiation. (Tomlinson 1999)
Focus on gap analysis. (Bennett et. al. 2004)
Lead to precise teaching. (Fullan et. al. 2006)
Strategy #2
Use Questions
Tie questions to the Bloom Taxonomy
Strategy #3
Prompts for writing to learn
–
–
–
–
–
–
–
admit/exit slips
crystal ball
found poems
awards
yesterday’s news
take a stand
letters
Strategy #4
Projects and Performances
NOTE: Self and group assessment rubrics are a must with
this type of assessment!
Strategy #5
Visual Displays
 graphic organizers
 foldables
Adapted from Checking for Understanding: Formative Techniques for Your Classroom. ASCD, Alexandria, VA.
P12. 2007
Ohio Social Studies Resource Center
www.ossrc.org
INFOhio
www.infohio.org
Serving on an Assessment Committee
Assessment Committees:
 Content Advisory Committees
 Fairness & Sensitivity Committees
 Rangefinder Committees
 Standard Setting Committees
• Members of assessment committees are selected to
ensure that each committee reflects the diversity of
Ohio’s school districts and population.
• Interested educators, parents, business and community
members must complete a Nomination Form.
• Nomination Forms are available at:
http://www.ode.state.oh.us
“If we are not going to try to
improve what we do, there is little
sense in assessing it.”
William Glasser
To Obtain Further Information
• Contact the Office of Assessment:
(614) 466-0223
• Contact the Office of Curriculum and
Instruction:
(614) 466-1317
• Consult the Ohio Department of
Education Web site:
www.ode.state.oh.us
References
Chappuis, Steven and Jan. The Best Value in Formative Assessment,
Educational Leadership, January 2008.
DuFour, Richard and Robert Eaker. Professional Learning
Communities at Work. Bloomington: National Education Service,
1998
Fisher, Douglas and Nancy Frey. Checking for Understanding:
Formative Assessment Techniques for Your Classroom. Alexandria,
VA: ASCD, 2007
Schmoker, M. First Things First: Demystifying Data Analysis.
Educational Leadership, v60 n5 p22-24 Feb 2003.
Trimble, S., Gay, A., Matthews, J. Using Test Scores to Focus
Instruction. Middle School Journal, 2005.